LC 37;/ 



Cv^nM 



U. S. DEPARTMENT OF LABOR 

JAMES J. DAVIS. Secretary 

14, /o BUREAU OF NATURALIZATION 



SUGGESTIONS 

FOR 

SECURING AND HOLDING ATTENDANCE 

OF FOREIGN-BORN ADULTS UPON 

PUBLIC-SCHOOL ENGLISH AND 

CITIZENSHIP CLASSES 



\^^~i--\'=\^ 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1922 



ttmtimmmm'f^m 



' li H iliW .Ml» »>i > , »,..i 



LIBRARY OF CONQnESS 

RECEIVED 

JUNH1922 

0©©Wf»tiNTS PiViaiON 



(Form H.3.) CAvn 

SUGGESTIONS FOR SECURING AND HOLDING ATTEND- 
ANCE OF FOREIGN-BORN ADULTS UPON PUBLIC- 
SCHOOL ENGLISH AND CITIZENSHIP CLASSES. 

Reports from all ])arts of the United States have shown a decided 
increase in the number of communities engaged in Americanization 
\vork Avhich have solved to a large degree the problem of securing 
and holding attendance. In the majority of cases this seems to be 
due to a few major factors, principally ^ood teaching and super- 
Aision, and a community organization ready to back up every effort 
and suggestion- made by the teaching force. 

Since no community seems to have entirely solved the attendance 
problem, since many communities have only recently begun the work, 
and since others are ready to begin it if the need can be shown, an 
interchange through the Bureau of Naturalization of methods and 
discoveries which have been found workable, would undoubtedly be 
helpful. It will be appreciated that this pamphlet can be only sug- 
gestive, since in the space available it vvill be impossible to go fully 
into details, but it is hoped that it will be found helpful and stimu- 
lative. 

The process of securing and holding the attendance of foreign- 
born adults upon English and citizenship classes conducted or super- 
vised by the public schools may be divided into three steps: 

I. Discovering the number, location, and educational needs of 
tlie foreign-born members of the community. 
II. Informing tliem that classes are being conducted or will be 
conducted for their benefit and arousing the desire to take 
advantage of them. 
III. Interesting them, and therefore holding them, after they en- 
roll. 

I. DISCOVERING THE NUMBER, LOCATION, AND EDUCATIONAL 
NEEDS OF THE FOREIGN-BORN MEMBERS OF THE COMMUNITY. 

FIRST GROUP. 

This consists of those in most immediate need, i. e., applicants for 
second citizenship papers wlio wish to prepare themselves for the 
iiaturalization examination. While the bureau does not usually ad- 
vocate the three-months preparatory classes for petitioners who'have 
had no previous instruction, yet it realizes that there are many who, 
so far as knowledge of English and their general education are con- 
cerned, are ready for American citizensliip, only needing an intensive 
course in the principles of our Government. Cithers have not hereto- 
fore had any opportunities for preparing, yet have reached the point 
where by law they may petition for naturalization with their final 

(1) 



hearings but little more than 90 days ahead. It would appear much 
better for them to have a short. intensiA^e course than no prei)aration 
at all. 

A list for a class of this type may be partially made up of those 
whose names and addresses are sent on record cards from the Bureau 
of Naturalization to the public-school official of the district in which 
they live, on the request of that official. These are the names of peti- 
tioners for naturalization as given on the duplicate naturalization 
palmers sent in to the bureau, and represent, current filings. At the 
time these cards are sent to the superintendent or principal, cordial 
letters of invitation to such candidates and their wives to enter the 
classes are either mailed directly to them from the bureau or invita- 
tion cards are sent to the local scout master for delivery by the Boy 
Scouts. Hundreds of replies to these letters showing the api)reciation 
of the interest shown by the Government in its prospective citizens 
come to the bureau every year, and numbers of superintendents and 
principals write that these letters are a most effective means of getting 
the foreign born into the classes. > 

Others for this group are those shown by your examination of 
the court record as having made- such final applications but which 
are not included in the names sent to you by the bureau; 

To the foregoing should be added those whose petitions have 
been continued by the court becai^se they lack the required educa- 
tional preparation. All these will constitute a preferred list, for 
almost invariably their urgent need will make them anxious to enter 
a class and hold their interest after they enter. 

SECOND GROUP. 

In this second group may be included, in addition to those indi- 
cated above, dechirants whose names are obtained from the court 
records. 

The interest of the first group will, in turn, act as a stimulant to 
the second class of prospects — those who have secured first papers, 
and the wives of such men, whose names and addresses are also sent 
on cards and to whom invitations are sent from the Bureau of 
Naturalization if requested. These also represent current filings. 

THIRD GROUP. 

To obtain information concerning other aliens, the best plan is, 
of course, to make a survey of the community. If, previous to this, 
all forces of the commimity that are or should be interested in 
Americanization have been organized into an Americanization Com- 
mittee or League, this " Pan-Americanization Council " should con- 
duct the survey. If no such community organization exists, the sur- 
vey may be conducted by a religious, patriotic, civic, women's, or 
other organization. 

The following sources of information and outline of a survey 
schedule may be used either in whole or in part, according to the 
size and type of the community in which the survey is to be made. 
(The questionnaires should not be mailed, but taken personally to 
each person or organization being asked for information in order 
that the reason for and purpose of the survey may be explained.) 



After this information is secnred, it should be classified, and lists 
of individuals made from it, to be used by those who are to invite 
the foreign born to enter the classes. 

Survey. 

A. Sources. 

1. United States census reports. 

2. Questionnaires addressed to — 

(a) Racial leaders. 

(h) Board of education or superintendent of schools. 

(Information to be obtained through children of 

foreign-born parents.) 
(e) Industries. 
(cl) Labor unions. 
(e) Churches. 
(/) Fraternal societies and semipublic agencies (such 

as chambers of commerce, etc.) 
(g) Postmaster. 
{/i) Public library. 

B. Outline of survey schedule. 

1. Total population of community. 

2. Total number of foreign born. 

(a) Number of naturalized citizens. 

Ih) Number of petitioners for final naturalization. 

(c) Number of declarants (those with first papers 

only). 

(d) Number of aliens (no naturalization papers). 

3. Total number of illiterates above 18 years of age. 

[a) Native born. 
[h) Foreign born. 

a. English-speaking. 

h. Non- English -speaking 

4. Location of and approximate number in each nationality and 

racial group. 
(A blue print or other nationality map is a helpful way of de- 
picting the situation. The city engineer will probably be 
glad to assist.) 

5. Data as to individuals of foreign birth. 

{a) Name. 

(b) Sex. 

{c) Ilome address. 

{d) Business address. 

{e\ Name of employer. 

(/) Occupation. 

(<7) Age. 

(A) Nationality. ■ 

{i) Race. 

{}) Literacy. 

a. Speak English? 

h. What other language spoken? 

c. Read English? 

d. Read what other language? 

e. Write English? 

/. Write what other language? 
g. General education? 



Survey — Continued. 

5. Data as to individuals of foreign birth — Continued. 
(7v) Family. 

a. Married? 

&. Name of husband or wife. 
c. Children (number, ages, and school grades). 
(?) Eemarks. 
Where a complete survey is impracticable, information concerning 
the foreign born in the coii^imunity may be obtained |rom the follow- 
ing sources, dependent upon the size of the community : Postmaster, 
police headquarters, voters' registration lists, libraries, physicians, 
public-health stations, school nurses, pastors of foreign 'congregations, 
leaders of foreign groups, officials of foreign banks, editors of for- 
eign-language newspapers, owners pf industrial plants where foreign 
born are employed, labor or fraternal organizations, legal-aid so- 
cieties, free dispensaries, hospitals. 

II INFORMING THE FOREIGN-BORN MEMBERS OF THE COMMU- 
NITY THAT CLASSES IN ENGLISH AND CITIZENSHIP ARE BE- 
ING CONDUCTED, OR WILL BE CONDUCTED, FOR THEIR BENE- 
FIT AND AROUSING THEIR DESIRE TO TAKE ADVANTAGE OF 
THEM. 
Recruiting by class members. 

If successful classes have been conducted in preceding years, the 
members of these classes are by far the most effective recruiting 
agency that may be used. The opinion of many efficient supervisors 
is^ voiced in the following report of one : " Interested, enthusiastic 
students are the result of good teaching, and they are the best pos- 
sible publicity agents. The message is carried to the railroad shop ; 
to the foundry ;" the class receives one or two new students each 
night. After the many methods have been tried to recruit students 
for the various types of classes, the consensus of opinion of Ameri- 
canization workers v/ill be that there are two definite facts which 
stand out clearly. These are that through the teacher well trained 
in the technique of teaching English to foreigners, and through the 
individual students in her classes, the recruiting comes that is really 
effective, continuous, and lasting. The best advertising agent is the 
man who, unsolicited, will show to the members of his lodge his 
ability to write, which to him is so wonderful after only a few les- 
sons at night school." 
Recruiting by foreign-born leaders. 

Perhaps the next most effective recruiting is that done among 
their own people by foreign-born leaders and workers, through their 
churches, lodges, and benefit associations. If the confidence and 
active support of these leaders is obtained, the problem is largely 
solved. 
Americanization council. 

A third effective method is that of interesting some agency, or, 
better yet, an Americanization council composed of all interested 
organizations, in standing behind the movement to let every non- 
English-speaking member of the community know that the public 
schools give an opportunity to him and his friends to learn the 
language of America, the manners, customs, and standards of the 
people, and the principles of the Government of the United States, 



Newspapers. 

Editors of foreign-language newspapers are usually willing to 
offer the use of the columns of their publications free of charge to 
school officials if material presenting a simple, direct, convincing 
appeal to the foreign born to enter the classes is prepared, and the 
editors are approached personally with the request that they conduct 
a campaign for the English and citizenship classes. 'Editors of 
American newspapers, also, are often willing to give space for ad- 
vertising Americanization activities, particularly if good posters, 
cartoons, and illustrations are secured for the purpose. Even though 
the American papers reach only a few of the foreign born who need 
the information, the word is spread by these few. In addition, 
the work of the night schools is brought before the English-speaking 
jiublic so that the entire town gives moral support to the enterprise. 
Posters and handbills. 

Posters and handbills in English and in the prevailing foreign 
languages, inviting tlie foreign born to attend the classes, should 
be distributed' in all places where they are likely to be seen by the 
foreign born-asocial ^'ooms, ticket agencies, lunch rooms, lodging 
houses, theaters, libraries, the post office, hotels, barber shops, billiard 
and shoe-shining parlors, emploj'ment bureaus, elevators in public 
buildings, pn electric-light poles, and in street, cars. Posters in 
English, Italian. Yiddish, Polish, and Spanish, announcing these 
classes, will be supplied by the bureau free of charge. Cooperate 
with the leaders of the national groups in preparing handbills and 
have them carried home by every child Avho has reported the use 
of a foreign language at home. 

Recruiting in industrial plants. 

In recruiting for industrial classes the first step is to explain to 
each foreign group in its own language the purpose of the Avork. 
In this, the personal interest of the foreman, the employment man- 
ager, and the welfare worker is of great importance. If the em- 
ployer can find it possible to recognize progress in the classes by 
promotion, or can put extra compensation in the pay envelope, this 
is one of the most elfective means of recruiting and holding the 
students. 
Cooperation of home teachers with foreign groups. 

In one city the work was first started by " home teachers " who 
had access to a card file of the names, addresses, and other data of 
all war-time alien registration. They also had access to yearly 
school census cards giving literacy, citizenship, and other facts, 
and from these lists found their first recruits. In doing this they 
were aided by the leaders of the different nationalities. The leaders 
of one racial group hired a hall and had leaflets printed in their 
OAvn language and at their own expense to call a meeting to discuss 
the advisability of starting a class. After several speeches and a 
general discussion in their own tongue it was decided that a class 
was needed. Through the advice of the Americanization director 
of the public schools a committee of men and women was elected to 
confer with the teachers and director. This committee activel^^ as- 
sisted in recruiting the class, taking care of absences and suggest- 
ing changes in the progress of the work, and contributed largely 



to tlie success of the school. The home teacher of this group was 
also the teacher in charge of the night school of the same group. 
Recruiting in boarding houses. 

" One teacher started out for recruits, going to a typical boarding 
house of a foreign group. She took with her some attractive teach- 
ing material and gave a demonstration lesson in teaching English to 
foreigners to a most interested group of men. They all immediately 
reported for class work at school and stayed to the close of the term." 

Employment of trained workers. 

A most effective. plan is to emplay a trained Americanization worker 
throughout the year to work in cooperation with the night school in 
gaining ne'>y recruits and stimulating attendance. 

Use of swimmiRg pool. 

The high-school sv^imming pool, thrown open to foreigners one 
night a week in the name of the night school and thoroughlj'' adver- 
tised through foreign-language posters and bills, brings splendid 
results in increased enrollment. 

Children in day^ school. 

Ask the day-school teachers to encourage the children of the for- 
eign born to take their parents and relatives to school. Many a 
parent has gone to the evening school to please an anxious child. The 
children who bring parents and friends should be cordially welcomed 
by the Americanisation teachers. Interest runs high over rolls of 
honor started in the day school to shov/ which grade has been respon- 
sible for enrolling the largest number of friends in the evening school. 

Business contacts. 

Get the cooperation of chambers ;of commerce and every agency 
that can help in any way in giving a cordial invitation to the foreign 
born. Business men may recommend the classes to their customers 
and inclose notices with purchases, employers may insert notices in 
pay envelopes . and in shop and factory papers, librarians may put 
them in books taken home by the foreign born, and tellers of foreign 
banks in the pass books of their customers. 

Pastors of foreign churches. 

Ask pastors of churches attended by the foreign born to announce 
the classes from their pulpits. If permitted, distribute notices in the 
prevailing languages through the pews. 

American citizenship week. 

Organize and carry through an "American citizenship week." 
This was recently done in a western city with great success. The 
promoters met at a luncheon to hear of the need for Americanization 
work, and to discuss plans. The public school as a vital factor in 
Americanization was the keynote of the meeting. Activities carried 
through were proclamations by the governor and the mayor, a lunch- 
eon by the American Citizenship League at which a prominent 
American legionnaire was the principal speaker, an industries expo- 
sition with Americanization features and a mock session of the natu- 
ralization court, addresses on Americanization in the public schools, 



special citizenship programs presented by tlie city clubs, a special 
program in charge of naturalized Yugo-SlaTS, a citizenship book re- 
vieAV conducted by the l""'ederation of Women's Clubs, and exercises 
and athletic contests by teams of foreign-born children, with an in^d- 
tation extended to the parents who came to view the contests to enter 
the adult classes provided for them. The result was that thousands 
of foreign-born residents who perhaps had not known of the classes 
were invited to join them. 

The Americanization council of another western city sponsored 
just recently another Americanization week, having as its purpose 
the impressing of the foreign born just coming into citizenship with 
their duties and responsibilities and the native born with their re- 
sponsibility in offering to new citizens a genuine interest and a hearty 
welcome. The program of the Aveek included community gatherings 
in the districts most thickly populated by the foreign "born, the 
organization of a bureau of speakers to appear before the men's clubs 
and the M-omen's organizations, citizenship programs in the sehools 
where Americanization classes are held, open house for the foreign 
born at the libraries of the city, and an Americanization Sunday 
observed in the leading churches of all the denominations. All of 
these culminated in a big patriotic meeting, when at a specially staged 
naturalization ceremony at the auditorium, participated in by the 
judge, marshal, and clerk of the naturalization court, the governor 
of the State, the mayor of the city, the commander of the American 
Legion, a prominent speaker, and a ladies' orchestra of 30 pieces, 
a large class of aliens was admitted to citizenship in the United 
States. All of this could not fail to interest aliens Avho had not yet 
entered classes conducted for their benefit. An audience of 3,000 was 
present. 

III. INTERESTING THEM, AND THEREFORE HOLDING THEM, 
AFTER THEY ENROLL. 

Solving the problem of bringing students into the classes will be of 
little value unless they are interested from the beginning and obtain 
something which seems to them reallj'- and immediately beneficial. 
Whether this will be effected depends upon three elements — rapid 
and effective organization and S5anpathetic and enthusiastic adminis- 
tration ; strong teaching : and a friendly atmosphere, not only in the 
classroom but throughout the community, in which the students are 
given opportunities to initiate and carry out social activities as well 
as to be entertained by others. 

ORGANIZATION AND ADMINISTRATION. 

The largest mortality in attendance often occurs during the first 
month. Part of this is due to the students who have come merely 
through curiosity and have no real interest. Then, too, many pupils 
who are really in earnest may leave because the classes seem to Avaste 
their time. This should be prcA'ented by quick formation of classes 
and assignment of each student to the one which seems best suited 
to his immediate needs, Avith the understanding that reassignment 
will be made according to progress. On the other hand, every effort 
should be made to make the assignment to classes as permanent as 
101370°— 22 2 



8 

possible, since the foreign born are more at ease, and consequently do 
better work, when they are acquainted with their classmates. Pupils 
must be treated as intelligent adults, and there must be from the be- 
ginning a sincere desire to help them in the way they desire to be 
helped, without familiarity and with the courtesy and dignity to 
which adults are entitled. 

If possible, there should be a supervisor of Americanization work 
who, in addition to being an expert teacher of the adult foreign born, 
possesses enthusiasm, initiative, and originality. If he can work out 
new plans, new types of classes as needed, new clubs, and new 
methods, he will be able to keep both teachers and students interested 
and enthusiastic, and this spells success. He should follow up the 
absentees, i)lan publicity and advertising, make opportunities for the 
pupils to arrange for social activities, provide teachers with needed 
equipment, and act as publicity agent, as well as train prospective 
teachers and supervise the work of those already teaching. 

If gno supervision can be arranged for, the eiffective teacher will 
be her own supervisor and administrator. One principal says, '' The 

fundamental conception underlying Americanization in has 

been work. We have been glad to avail ourselves of the suggestions 
made by those who have succeeded elsewhere, but our methods 
usually reduce themselves to the plan of extensive and faithful per- 
sonal work." 

Another city reports, " The experim.ent of paying teachers for 
calling at the homes of their pupils proved so successful the first two 
years that it has been continued by the Americanization committee. 
This plan has been the means of checking up on results in the schools 
as well as of bringing the teachers closer to the home and industrial 
environments of the pupils." 

Tv70 other experiments have been reported by several schools as 
being most successful in inculcating and holding interest through 
actual participation of the students. 

Student advisory council. 

The first of these is a student advisorj?^ council, composed of repre- 
sentatives from all the classes in the community. Monthly meetings 
are held and prominent men and women are not only invited to these 
meetings but are also asked to visit the classes. The members of the 
council feel personally responsible for the success of all the classes, 
and personal responsibility usually meets success. 

Periodicals. 

Several " occasional " periodicals published by Americanization 
classes have come into the bureau and a perusal of them shows con- 
clusively that in the classes publishing them interest and accomplish- 
ment run high. These are some of the captions found in Volume I, 
No. 1, of a periodical published by a Minnesota class : A Summary on 
Americanization (report of an address delivered by a well-known 

authority) ; Roster of Members; School of Americanization, 

A Brief Story of Its Organization, Its Progress, and Its Large Bene- 
ficial Results; Editorials; Personals; The Community Night; What 
America Means, Joseph Kominsky; Americanize American Eyes; 
Community Night Program; The Women and Education, Mrs. 
Josei)h Kominsky; Next Year; Why I came to America, Joseph 



4 

Chapeck; A Community House; Learning English, L. Larson; Local 

News. 

Another interesting periodical published by Americanization 
classes is called " The New American " and comes to the bureau from 
a Michigan city. The following quotation of its explanatory note 
is very suggestive : " When the pupils of our Americanization de- 
partment were approached with the idea of having a newspaper all 
their own, they seemed pleased. But when they discovered that the 
newspaper was to consist of articles written by themselves, they hesi- 
tated. It seemed a big undertaldng, as most of them have great 
diificulty with their English, having been in the country such a short 
time. Each class was assigned some definite work and told to select 
two reporters. A name, ' The New American, by New Americans,' 
Avas decided on. At first the articles came in very slowly, but soon 
all caught the spirit and many more came in than we are able to print. 
So many, in fact, that we are thinking of publishing a second paper 
soon. The teachers agree that the pupils have gained much power 
in English, spelling, and the use of the English dictionary. One 
young man said he labored 16 hours on his paper and had the English 
dictionary with him constantly. One evening he came into the office 
with his dictionary, and pointing to a word asked if that word could 
be used in that particular case. Others consulted with tlieir teachers 
to get the proper English words' to express their ideas. It is safe to 
say these English words will alwaj's be a part of their vocabulary. 
Many of our pupils were born in the LTnited States, but all contribu- 
tions were made by ' New Americans.' The class representatives are 
entitled to much credit for furthering the sale of our paper, which 
has made the financing possible." 

Volume I, No. 1, of Progress was published by an evening school 
in New Jersey. The particular purpose of this periodical appears to 
be motivation for English work, as is evidenced by the following 
foreword : " To Students of the Evening School, Greetings ! Greet- 
ings and congratulations on the first issue of your school newspaper. 
There is nuich for you to be proud of when men avIio have never 
written or read or spoken one word of English up to three or four 
months ago, or even six or eight or ten months ago, as is true of many 
of you, can give us so much that is interesting to read. You will 
notice that all spelling has been made correct. Also, you will notice 
that punctuation and serious mistakes in everyday grammar rules 
have been corrected. A very few changes have been made so as to 
make clear certain statements that were obvious, but expressed in a 
wrong order of v^ords. For the rest you will see that we have left 
jouv articles as j^ou wrote them. The teachers in the class hour will 
show you how you can improve them. Next month you v/ill do bet- 
ter. Then j^ou can compare each month's work with the preceding- 
ones and be proud of every bit of improvement. Next month let us 
hope that everyone will write something for this paper. Sincerely 

yours, , Principal." The articles given show all stages of 

progress and reflect great credit on both teachers and pupils. 

Some requisites for successful Americanization work. 

Americanization work has certain characteristics peculiar to it 
which make it necessary to plan the work in such a way that the 



10 

strength of the workers will be conserved and at the same time the 
needs^and desires of the students will alwaj^s be kept in mind. 

1. Methods and program must be flexible to suit varying needs, 

conditions, and tjp&s of students. 

2. At the beginning, much time must be given to the human and 

social j)hases"of the work, and the program should be 
planned to meet this need. 

3. Time should be given to supervisors and teachers to prepare 

the original supplementar}' material needed to suit the par- 
ticular locality, when they are rested and free from inter- 
ruption. 

4. The program will var}^ with tlie time of year, the working 

hours of the students and the tj^pe of community. Eacial 
types, economic conditions, and housing conditions must 
also be taken into account. 

5. Employ the same workers in successive years, so far as possi- 

ble, for success in Americanization work, as in any business, 
is based, to a large extent, on the good will of the patrons. 
Wlien a worker has once found a place in the hearts of her 
students through weeks of hard and hearty work, this asset 
is too valuable to be disposed of. 

TExV.CHING. 

Over and over again the opinion is expressed in varjdng words, 
but always with the same conviction : " The teacher, foremost and 
above all else, who does this work must possess the qualities of char- 
acter that enable her to become the leader, the counselor, of her 
group. Her v/hole thought must be that of service, given not only to 
individuals, but also to the larger comm-unity group." If, in^adr- 
dition, she has had special training for the work of teaching foreign- 
born adults, her success is well-nigh assured. .Each .year, however, 
sees a larger body of knovv^ledge based on experience in this work, 
and no earnest teacher need despair if she is willing to study thought- 
fully the published suggestions which are available. Those which 
follow have all been found valuable. 

Use of direct method. 

The " direct method *' in Vsdiich English is taught by using English 
as the means of instruction is conceded to be tlie most effective. _ But 
in preparing or selecting lesson material the particular experiences 
and interests of the group to be taught must always be kept in mind. 
" The Mexican illiterate lately arrived by v/ay of El Paso does not 
grow wildly excited in his search for knowledge by way of a textbook 
lesson about the Statue of Liberty in Nevs^ York Harbor or about the 
members of the President's cabinet, but he is concerned— and that 
cleeply — in the corner grocery and the employment bureau and his 
relation to them." Therefore, in using any textbook, select only 
those lessons which have real and immediate interest to the students 
who are to us them. In this, as in any good teaching, the point of 
contact must alwaj^s be kept in mind. Language must concern 
itself with life experiences and definiteness, sequence, and repetition 
must be observed in ever}^ lesson. 



n 

Points of contact. 

Worthy points of contact may nsually be found in the human in- 
terests of the student, in appeals through suggestion to his desire to 
do his best both for his own good and the good of others, and through 
the concealed device to lead the learner to become a teacher of what 
it is desired that he shall make his own. 

Indirect instruction. 

Though lessons may be primarily reading lessons, they may often 
be the means of giving indirect instruction in history, civics, hygiene, 
or American standards and ideals, as well as incidental instruction 
in numbers and geography. 

Using the new vocabulary. 

Just as an American child learns to talk English by imitation and 
use, the foreigner learns to speak English by speaking it. Therefore, 
give him e^ery possible opportunit}^ to make use of the vocabulary 
he learns through the lessons taught. "English must be taught in 
such a way that it gives the pupil power to use it out of the classroom 
as well as in the classroom. It must be taught in such a Avay that it 
functions in the home, in the shop, and on the street." 

Device for first lessons. 

The following device for the first lessons is adapted from one used 
in the recruit educational center at Camp Upton : 

Write and print upon one side of cards the new words as learned 
in the lessons. Hold up a card, slowly and distinctly pronounce the 
Avord upon it, hand it to a pupil and have him pronounce it after you, 
and then have the whole class pronounce it. Tell the one who re- 
ceives the card that he has a ncAv name which he must remember, and 
that when this new name is called he must answer with his new 
name. Distribute several cards in this wiij. then "" call the roll " to 
put each student on the alert. 

When all cards are distributed, call the complete roll, and require 
each student to show his card to the class as he answers by that word. 
Then tell the students holding cards to face the class with their cards 
held before them. Call for such words as will form a sentence with 
liiunan interest, and as the words are called have the men holding 
the correct cards take their places in front of the others. Each 
student repeats his word in turn, then several in their seats do so, 
and finally the class reads the sentence in concert. In like manner, 
several other sentences may be formed and read. Later, individuals 
may form sentences against the blackboard with their cards, and 
other variations may jje used. Have the students also exchange 
cards and thus adopt new names and more easily learn new words. 

Making haste slowly. 

Give the beginning pupil very little in advance, but much review 
work, and choose for the first lessons only those words which the 
pupil will have an opportunity to use over and over again. If he 
can be kept from becoming discouraged at the beginning of hi.^j 
attempts to learn English, at the end of the first few weeks he will 
have gained the confidence in himself which will help him greatly in 
attaining his desire to " speak American." 



12 

English plays. 

If after some conversational English has been acquired it can be 
put into the form of a little play to be prepared for the entertain- 
ment of another class, this will be a wonderful incentive. Several 
cities have reported splendid results along this line. 

A unique library. 

At the first stage of progress when home reading is possible, en- 
courage the pupils to read English at home. One city arranged, 
with the help of the school librarian, a unique and useful circulating 
libra rjT^ for this purpose. This was composed of small booklets of 
Avorth-while reacting material contained in old textbooks (readers, 
civics, histories, geographies, and hygiene) no longer fit for use in 
their original form, and which, under old conditions, would have 
been burned or otherwise destro3^ed. The librarian had the covers 
removed, portions judged useful by the Americanization teacher were 
selected, and from these clippings brief booklets were made and 
bound in heavy construction paper. Each pupil read an average of 
two of these booklets a week, whereas if the pupils had each been 
offered a book containing the same total niunber of pages, probably 
not one-fourth of it would have been read during the same time. 

Help by the librarian. 

The librarian can be of much aid in forming reading habits among 
the night-school students if she will invite them to the school library, 
read aloud to them interesting portions of various books, and per- 
sonall^T^ show them where books which might appeal to them may be 
found, and how they may be borrowed from the library. 

The public library may furnish for distribution to the students 
in the Americanization classes slips giving a few titles of books for 
new Americans, and establish library departments in all the night 
schools for the foreign born. The library has the opportunity to 
help bridge the gulf between the old life and the new, and make it 
easier for the older people to acquire the language used here. Eng- 
lish books with vocabularies in the various languages are eagerly 
sought by the new arrival. Later, when he has, at the invitation of 
the librarian, joined an English class in the public school, he will 
learn to use the English language entirely. A " story hour " for 
foreign-born children j)rovides a point of contact with the parents 
of the children. A special display of books under the caption, 
" Easy English Books," will attract foreign-born mothers and result 
in their steadily increased registration in the classes. 

Guessing games. 

Guessing games often prove interesting and therefore valuable in 
giving an opportunity for much repetition of correct sentence struc- 
ture or of difficult idiomis. For instance, such questions as " T^liat 
have I in my right hand ? " " What has she in her right hand ? " 
"What did t put into the box?" "What did she take out of the 
box ? " repeated many times in a guessing game fix the habit of 
placing the object of a transitive verb in its right j)osition in the 
sentence, and at the same time review the nominative and possessive 
forms of the personal pronouns. Many of the games suggested in 
the books for the use of primary language classes may be adapted 
to suit the interests and capacities of the adult foreign born. 



13 

Reading aloud by the teacher. 

As soon as the students can imclerstand at all, the teacher should 
do much reading aloud of appropriate, interesting material. The 
students not only gain incidentally power to understand through the 
context, but they profit by the opportunity to listen to correct enun- 
ciation and phrasing, and good expression, and unconsciously begin 
to imitate it Vvhen they read aloud or speak. As they gain in poAver, 
they may be asked to reproduce or discuss what has been read, thus 
giving opportunity for the use of the oral English Avhich they need. 
Silent reading. 

Since the greater part of our reading for pleasure or information 
is silent, give opportunities for this also, but to be sure the students 
are getting the right impressions from what they read, the silent 
reading should be supervised and tested. The following are sugges- 
tions for this : 

1. After the pupils have read a portion silently, ask questions 

based on the text and require the pupils to answer in com- 
plete sentences. 

2. Have a portion read silently reproduced by one, and let others 

add interesting information Avhicli the first pupil omitted. 

3. Where appropriate, ask pupils to dramatize what they have 

read silentl}^ 

4. Encourage the pupils to. read newspaper and magazine arti- 

cles at home, to be reproduced in class. 

Keeping pupils busy. 

Plan your lessons so carefully that from the minute the first 
student enters the room he is giveji something interesting to do. and 
from then until closing time every minute is occupied by each student 
in work that he considers worth while. The pupils enjoy working 
if they know how to do the work, and they will remain in school as 
long as they are being helped. 

Using the newspaper. 

Make use of the daily paper. " The joy that comes to the immi- 
grant who finds that he is able to read a few vrords, then a headline, 
and finally a simple paragraph, is one of the strongest incentives to 
conquer the new langu.age he is trying to learn, thus making him 
desire to stay in school." 

Practice in filling out blaziks. 

In advance classes give much practice in actually filling out blanks 
they will need to use. Get them from the library, post office, employ- 
ment agencies, insurance companies, the Bureau of Naturalization, 
and other agencies. 

Practice in letter writing. 

Show the students how to write excuses for the absence or tardiness 
of their children, and simple friendlj^ and business letters. Aim to 
help them to learn what they want to know and need to know to li"\'c 
happily and worthily in America. 

Illustrative material. 

Get as large a collection as possible of illustrative material, such 
as common tools, dummy packages of foodstuffs, household utensils, 



mounted pictures, signs, and posters and invite the pupils to help 
you increase it. 
Racial backgrounds. 

Get acquainted with the homes and occupations of your pupils, and 
learn of the Old-World conditions from which they came. Show an 
appreciation of what they bring — their art, their music, their dances, 
their characteristic food preparations. 
Recognition of work done. 

Encourage them from the beginning to work to earn the certifi- 
cates of graduation presented by this department in cooperation 
with the public schools. Keep definite and permanent records of the 
attainments of each student and give them at the end of each month 
or eacli term some recognition of what they have accomplished. 

Need for understanding the pupils. 

In beginning classes watch the faces of your pupils. " They are 
your reading book. You must be their dictionary. Be quick in 
responding to their need for further help. Use short words and 
few. Speak slowly. Articulate distinctly. When you find an in- 
clination to make two syllables of ' named ' draw a line through the 
' e ' temporarily, by way of indicating the correct pronunciation. 
Volumes of verbal explanation at this stage of advancement would 
fail to conve\^ tlie meaning which is fully expressed by a single pencil 
stroke." 

A mock election. 

In advance classes, at election time, have tlie pupils act out the 
process of registration and election. At the time for registration 
explain the plan of personal registration as conducted in your State, 
and the qualifications necessary in order to register and AJ-ote. The 
reasons for such personal registration should be made clear. The 
class may then act out the process. A group may be selected to 
serve as registrars and the other members of the class should then 
go through the process of registering. Tb.e record of registration 
should be kept for use at tlie time of the election. Discuss the ques- 
tion of enrollment and show that it is necessary to enroll with some 
j)olitical party if we are to vote on the ticket of that party at the 
primarj^ election. At the time of the election the pupils should be 
encouraged to secure copies of the specimen ballots. At the primary 
election show with the aid of the ballots that each party is selecting 
its candidates whose names are to appear on the ballot at the general 
election. If sufficient specimen ballots can be obtained the primarj'' 
election might be acted out, following in a general way the method 
described below for a general election. Em])hasis should be placed 
on the importance of every voter participating intelligently in the 
primary election. 

On the day of the general election the class ma^^ be organized into 
an election district. Election officers should conduct tlie election. 
They should be supplied with the specimen ballots brought in by the 
members of the class and with the registration records. The pupils 
sliould come to the desk around which the election officers are seated, 
secure their ballots, mark them and deposit them in the ballot box. 
The waste-paper basket will serve quite well for this. The votes 



15 

might then be counted and the results of the election placed on the 
board. Before the vote is cast the teacher should explain how the 
ballots are marked. The pupils should understand how one may 
cither vote a straight ticket or a scratched ballot. The teacher should 
emphasize the fact that an error in marking- the ballot may result 
in its being thrown out and the vote lost. The pupils should see 
that the exercise of the suffrage is both a privilege and a duty. 

Suggestions for other dramatizations. 

In similar manner dramatize the procedure of naturalization; the 
city council and State legislative body; a session of the President's 
Cabinet. A clipping from a Schenectady, N. Y., paper describes a 
dramatization of the x)rocedure of a naturalization court b}^ a class 
of 31 employees of the General Electric plant who were soon to ap- 
pear before the supreme court judge and petition for final papers. 
In this plan of staging a naturalization court, five petitioners were 
taken before the judge, questions of the type likely to be asked in 
the real court were put to them, and they were accepted or rejected. 
Other members of the class took the parts of the various officers of 
the court. The announcer or bailiff called the court room to silence 
on the approach of the judge. Each petitioner was admitted by a 
door man and conducted with his witnesses by the sheriff to the clerk 
of the court who, after swearing them to tell the truth, turned them 
over to the examiner, who was one of the instructors in citizenship. 
Questions were put by the examiner, and the judge determined 
whether the petitioner should be admitted to citizenshij). If ad- 
mitted, the petitioner v/ent to the county clerk who administered the 
oath of allegiance. The deputy clerk took the signature and the 
new citizen was then turned over to the certificate clerk. As drama- 
tized, three petitioners were admitted to citizenship and two were 
refused their final papers. One was rejected because he was unable 
to read or speak English., the other because he admitted he was a 
slacker, having claimed illegal exemption from the draft. The court 
was conducted with becoming dignity and the men who aspired to 
citizenship were impressed by the ceremony. 

FRIENDI.TNESS, COOJ'SRATION, AND KEIGHnORLINESS. 

More and more it is becoming evident that the Americanization 
work which is really successful is that in which there is evidence of 
a genuine feeling of brotherhood and sisterhood between the native 
born and the Americans in the making. Th.e teacher alone, no 
matter how successful she may be, can not give to those in lier classes 
the feeling of being v;elcome whicli is the right of every foreign- 
born man and woman Avho earncotly desires to become a naturalized 
citizen and who is v/illing to make the necessary preparation. The 
teacher's friendliness and interest must be matched by that of the 
communit}'' in general. If every American-born man, woman, and 
child in a community v.'ould show genuine interest in one foreign- 
born person with v/hom lie comes naturally in contact — the fruit 
dealer, the shoe repairer, the housemaid, the schoolmate — and demon- 
strate by his own life the true ideals of America while making an 
effort to bring tiie immigrant into contact with the public school 



16 

and other agencies provided for his instruction in English and his 
enlightenment as to our institutions and ideals, the problem of 
Americanization would be quickly solved. Here are some specific 
ways in which this may be done : 
Planning to give what tiie foreign born desire. 

Hold the classes at times and places most convenient for those 
who attend. If the foreign born object to classes, organize them into 
clubs. 
Recognition of what the foreign born can contribute. 

Plan from the beginning of the course to hold commencement or 
graduation exercises when the certificates of graduation issued by 
this dejDartment and the public schools are to be received, and aim 
to present a program which will not only introduce the new citizens 
to America, but introduce Americans to the new citizens. To that 
end make use through the year of those worth-while things which 
the immigrant can contribute to American life, as well as acquaint 
him with American customs and ideals new to him. 
Demonstrating the best type of social life. 

The immigrant desires not only to learn the language of America, 
but to share its social life. Substitute for the low-type commercial- 
ized amusements, open to him community gatherings where native 
and foreign born may mingle and become acquainted through typical 
American games and " polite American dancing," with decorations, 
refreshments, and hospitality as carefully planned as for a purely 
American social gathering. Many of the foreign born, accustomed to 
old-country standards of courtesy and decorum, are unwilling to sub- 
stitute for them the only kind of " good time " to which they are 
welcome — that of the cheap dance hall — but are touchingiy eager to 
learn of the better sort of social life to be found in this country. 
After a few gatherings planned and supervised by teachers and social- 
workers, the students will be glad to share in the preparation and 
expense. 
Organization of clubs. 

With the help of civic, women's, church, and racial organizations, 
organize music clubs, boys' clubs, sewing circles, millinery classes, 
girls' clubs, and mothers' clubs. Make possible a club and clubroom 
for single men and men whose families are still in the old country. 
Many of these men are longing for a home center and their enforced 
living conditions are as horrifjdng to them as to the Americans who 
visit them. 

Using the mail-order catalogue. 

In small classes '• socialized recitations " in the form of shopping 
lessons based on the mail-order catalogue prove most effective. " The 
delight of one Italian mxother knew no bounds when she was able to 
use such frivolous terms as ' georgette crepe,' ' a chic little model,' 
and ' remarkable price concessions.' " 

Demonstrating use of public utilities. 

Learning to use the telephone, lessons on the opportunities offered 
by the public library, the health center, the hospitals, and play- 



17 

grounds all offer endless opportunities for the display of real friend- 
liness and interest. 

Trouble bureau. 

The establishment of a " trouble bureau "" by the ''" Pan-xVmericani- 
zation Council," to which problems affecting immigrant residents 
may be brought, will not onl}' endeavor to prove the truth of the Inst 
phrase of the salute to the flag — that America is a nation -with " lib- 
erty and justice for ail '" — but Aviil also be the means of recruiting 
many neAV students for the cla&ses. 

Special programs. 

Occasionally offer programs to which families and friends of both 
students and teachers are iuA'ited. Much good fellowship should re- 
sult through effort toward a common worth}^ end on the part of those 
of different nationalities, and loyalty and cooperation are two neces- 
sary elements of a good community spirit. The effort to have the 
program as well rendered as possible is a step toward civic pride, 
and the desii-e of each pupil that all those who take part will do well 
shows good brotherly feeling, the first requisite for a true democracy. 
Do not be discouraged if the speaking and reading numbers are not 
perfect, because the very errors in enunciation and pronunciation 
show the audience what difficulties are present in the work. Sugges- 
tions for graduation programs may be obtained from this. bureau. 

Exhibits of school work. 

An exhibit of school work offers another opportunity for genuine 
cooperation and neighl)orliness. Because human nature is such that 
people are most interested in that in which they have a responsible 
part, the students will put forth extra efforts to have their work rep- 
resented. On the other hand, it is well worth while to bring before 
the school and plant officials and the " civic sponsors " of the members 
of the classes the character of the work being done. It Avill clarify 
in the minds of the citizens the nature and practicability of the worlc 
and set a standard of wliat may be accomplished in other classes and 
schools since it is often found that the progress shown is amazing. 
The work should be in no sense " show " work, but, instead, specimens 
of good Avork collected from the very beginning of the year and 
arranged to show progress by classes, subjects, and, in unusual in- 
stances, by pupils. Handwriting showing progress, original compo- 
sitions, social and business letters, answers to advertisements, properly 
addressed and stamped envelopes, filled-out applications for domestic 
and international money orders and for library cards, bank-deposit 
slips, and applications for first and second naturalization papers will 
all prove interesting and enlightening. Many other appropriate 
types of work for exhibition will suggest themselves to the teacher. 
Two Minnesota examples. 

In a Minnesota cit}'^ the unity and fine spirit of the whole group 
was shown by a program given at the close of the year's work. " The 
women of the home class served a dinner of their native dishes. The 
men hired and decorated the hall and furnished the music for dancing 
their native dances. Especially interesting were the speeches of 
appreciation made in presenting gifts to their teachers. But, best 



18 

of all, were the plans already under way for the next year. They 
propose a longer term, more closely organized activities, and a more 
elaborate community program," "Another night-school class gave a 
simple progi"am, served refreshments, and danced the native folk 
dances. The following night 12 new recruits came to school." 

Personal invitations and follow-up notes. 

One school sends immediately to every absentee a post card reading 
as follows, " We missed you last night. Be sure to be on hand next 

time. Teacher." Another sends an invitation beginning: 

"Dear Sir: We are asking Mr. , a member of our American 

Citizenship Class, to hand you this note and inform you of the excel- 
lent opportunity which the United States Government and the high- 
school board are offering, etc." These will suggest other evidences 
of real interest. 

Class buttons. 

One Americanization teacher suggests that a class button contain- 
ing the words "American Citizenship CJass " in a circle around the 
Stars and Stripes would enable the students to open the subject of 
their night-school work to their friends and shopmates and so prove a 
very good advertisement of the class. When the thought was pre- 
sented to a class of nearly 50, everyone agreed to wear the button and 
do all they could to induce their friends to join a class. 

Spelling and American Government contests. 

A city carrying on excellent Americanization work has devised a 
contest based upon Part III of the Federal Citizenship Textbook. 
Each contestant is furnished with a question sheet containing from 25 
to 50 questions, the answers to which can be found in the Constitution 
of the United States. To make it easy for the contestants to find the 
answers, each question is followed by a note indicating the article and 
section of the Consitution in which the answer may be found. This 
makes it possible for day students and patriotic citizens also to 
prepare themselves to enter the contest. The words to be spelled are 
some of those found in the sections covered by the questions. The 
contest is conducted along the lines of the old fashioned " spell dov/n." 
The one person who succeeds in answering properly each question 
asked of him after all others have failed in some question is awarded 
a small silk flag. 

A sing of all nations. 

The students in one city requested the privilege of an evening of 
song and it proved so successful that the director of Americanization 
now greatly favors another such event. A dozen nationalities joined 
in a program representative of every group, closing with a grand 
chorus of the 450 voices raised in " The Star Spangled Banner." 
Each group was represented on the platform by one of its countrymen 
who took charge of the singing of that group. Group by group these 
came forward, forming a chorus which gave each of its national and 
folk songs in happy abandon to the sentiment of the fatherland. But 
the grand chorus, more inspiring than all, was lustily sung with a 
will that told of such appreciation for the country of their adoption 
by these aliens from everywhere that there was no mistaking it. 



19 

Other suggestions furnished by the Bureau of Naturalisation. 

Form 0-2 suggests many waj's in which women's organizations may 
help in making the foreign born feel that those who really desire to 
become Americans are welcomed by Americans, while ft-13 o-ives 
special suggestions for Americanization work with foreign-born 
women. 

WHAT SOMK COMMUNITinS HAVE DONE. 

Many i-ecent reports to the bureau show how rarions communities 
are working to solve the problem of securing and holding regular 
attendance. Space permits only the excerpts which follow : 

Lynn^ Mass. — "The Lynn Americanization committee'' was organ- 
ized in 1918, and is still in existence. This committee is made up of 
representatives from priictically every civic and patriotic agency 
in the city. It is pledged to carry on the Americanization program 
under the direction of the school department, realizing that it is 
legally a department of the Government and that it is rightfully 
concerned vcith the welfare of all races and all creeds without hint 
of sectarian or political bias. 

Of the various subcommittees making up the Americanization 
committee, the most active and helpful are the " racial groups com- 
mittee" and the "committee of 'women's organizations."" The racial 
groups committee is made up of leaders from 2?> groups speaking- 
languages other than English. These racial leaders hold four meet- 
ings a year and lay out a plan of practical cooperation with the 
city supervisor of Americanization. Some of the ways in which they 
assist are as lollovvs: Distribution of notices of classes and of our 
free naturalization and immigration service; a friendly interpre- 
tation to their people of the meaning of Americanization as we are 
attempting to carry it on: recruiting of classes from the groups 
which they represent: distribution of information through the for- 
eign press. These leaders often invite the supervisor and other 
'• Americans " to the meetings of their societies and lodges, request- 
ing that talks be gi^-en on citizenship and on various civic matters 
of interest to them. The committee of women's organizations is 
valuable to us because of its officer and chairman who is also a mem- 
ber of the school committee, chairman of the civics committee of the 
Lynn women's clubs, and officer of many city and State organiza- 
tions. 

Realizing that English is but a part of Americanization, vrc have 
held many community meetings called "Americans all" gatherings 
with music, dances in native costumes, and social intermingling of 
the various groups. These meetings afford native-born Americans 
an opportunity of meeting in friendly spirit the newer Americans. 
Classes make visits to places of civic and historic interest. A group 
of 18 women visited the statehouse one Saturday morning recentl}', 
with their teacher. Governor Cox received them in a special audience 
and congratulated them on their fine spirit of Americanism. One 
woman said to me. some few days later. " Such honor ! Me to shake 
hands Avith the governor, and he's just like any other man !" Classes 
are invited by their teachers to " spend an American home evening " 
with the singing of old American songs, the playing of simple games, 



20 

and the eating of American pies and cakes. After one such occa- 
sion, a man said, " This is first time I be in real American home. 
Do all Americans live like that?" Other places visited include the 
fire and police stations, where the heads of the respective depart- 
ments address the men and women and demonstrate the protective 
nature of these city agencies. The home classes of ^vomen unable 
to go to the public-school buildings because of the care of little 
children are instructed in the making of "American" pies and 
cakes. The expense of the material used is shared by the women, 
who take home generous samples of the products made. One woman 
said, "I make leming pie with moorang for my man. He say, 
' Make a pie every Sunday and I stay home !' " 

From the beginner who comes to our classes unable to speak a word 
excej)t " Yes," to the petitioner for naturalization who has com- 
pleted his course and receives his certificate of graduation from the 
Federal examiner, we find a wonderful spirit of eagerness to learn 
and to better their condition, and a deep appreciation of the op- 
portunities offered them by the city. 

Hachenscick, N. J: — The W. C. T. U. and various church organiza- 
tions furnish volunteer help in various ways:. Woman to care for 
children who come with members of the women's class ; leaders for 
clubs which grow up in connection with the school ; special teachers 
Tfho go to the homes or stores of men and women unable to come 
to the school classes ; emergency help for school parties ; " friends " 
who invite into their homes members of the classes, likely to benefit 
and both give and receive pleasure, that the alien may see true Ameri- 
can home life. The Bergen County Y. M. C. A. takes full charge of 
the technicalities of obtaining citizenship papers, while we try to 
enlist all prospective citizens who register with them through 
agencies other than our classes. The Evening Eecorcl and news 
stands supply us witlr unsold newspapers, through which we try to. 
develop a taste for well-told news. 

Saginaw^ Mich. — Each public-school pupil who knows of some 
one who could attend our school writes a letter inviting him to come, 
and a.sking for a " Yes " or " No " answer. 

Poughkeepsie., N.. Y. — Many of the workers of the Associated 
Charities are constantly in touch with the non-English-speaking 
people and as opportunity presents they urge attendance at evening 
school. 

Nevjhu7'-g7i, iV. T. — Students who have attended the classes do fine 
work by telling their friends about the work and are very successful 
in getting new recruits for the classes. 

East Chicago, Ind. — We look for our main cooperation from the 
large industries located here and from the newspapers. The news- 
papers cooperate with us by newspaper articles, and the industries 
by giving out our literature and advertising matter and by personal 
encouragement of the student. We furnish the industries with a list 
of names and check numbers of the students in the evening classes, 
and the industries take various methods to let these people know 
they are watching their work. Yf e believe the most helpful agency 
is the personal touch of the employer. 

Worcester, il/as5.— This city published this year a pamphlet en- 
titled " Messages from Eecent Pilgrims." It contains " uncorrected, 



21 

unpadded, unpolislied " letters and compositions written by members 
of the evening classes. These letters show not only that adult im- 
migrants over 40 j'^ears of age can learn to read and write Eng- 
lish, and that good methods have been used and good teaching 
has been done, but they show also that through the missionary zeal 
and the real patriotism shown by the teachers, the students are 
absorbing American civic ideals. A booklet of this sort is a fine 
culmination of a year's work. 

Syracuse, N. Y. — A booklet, '* Americanization," published by the 
Americanization League of Syracuse and Onondaga County, is a 
report of the various activities carried on, which is brimful of sug- 
gestions and inspiration. Tliese are some of the captions : Bureau of 
Information; Home Class in Civics; The Modern Pioneers (an asso- 
ciation of graduates of the citizenship classes); Social Activities; 
"Hospitality Card" of the Public Library; Social Service; Follow- 
up Work; Speakers' Bureau; Press; Legal Advisory Board; Better 
Speech Week; Dramatics; Pageantry; Americanization Exhibit; 
Homeland Exhibit^ Polish Exhibit; New Citizens Made Welcome; 
First Americanization Dinner; The All-American Dinner; Confer- 
ence Luncheons ; Neighbors' League. The Director of Americaniza- 
tion writes, '• The league is the whole thing.'" The league also con- 
ducts at the annual food show an exhibit of the national foods of the 
foreign-born residents of Sj^'acuse. Samples of their national 
dishes are offered to visitors, and cookbooks containing the recipes of 
the various foods offered are distributed to those who wish them. 

Boise, Idaho. — We have a joint Americanization committee, which 
comprises a representative from each club in the city in conjunction 
with the school board. Each club furnishes a teacher for the night 
school. 

Masseiw., N. T. — We have between 80 and 90 registered in our 
school this year. Great interest is shown in all classes. Some of the 
students have received their final papers this year and are still 
attending the school. We hope in time to have one of the best 
schools in the State. We have 20 women and the students are of 
many nationalities. 

Long Branch, N. J. — The American Legion, the owners and man- 
agers of the different factories, and the leaders among the foreigners 
in their church and business life have helped us by the distribution 
of circulars and by talking it up wherever they had an opportunity. 
The president of the Hebrew congregation or synagogue announced 
it in their public meetings. 

(rJens Falls, N. Y. — The Woman's Club has furnished money for 
social functions for the foreign born. They also have a special com- 
mittee to assist in any way needed. The Catholic Daughters have 
made garments for needy families and their children. 

Sheridan, ^Yyo. — The street railway company gives one-half fare 
from the mines to those who attend the classes. 

Garden City, Kans. — The Mexican Sunday School, supported by 
the various Protestant churches of the citj'^, encourages the men to 
attend the night school, and assists the women in their homes to learn 
English and to learn American ways of living. 

Crested Butte, Colo. — The moving-picture theater offers the use of 
the theater free of charge for illustrated lectures in the class work. 



22 

Melrose^ Mass. — The women's club, the industrial relations man- 
ager of the factory, the public library, the theater, and church guilds 
and other societies have cooperated with the public schools in mak- 
ing the classes more effective by furnishing noon concerts at the 
factor}'', providing a Victrola for the schoolroom, providing maga- 
zines for vfide distribution, giving special treats for the mothers' club 
and kindergarten on holidays, furnishing transportation for teach- 
ers, arranging social entertamments whenever desired by the Ameri- 
canization director, providing foreign-language books, and provid- 
ing helpers in general and specific needs. 

Scranton^ Pa. — Coal companies have helped by cooperation 
through the foremen, women's clubs by personal canvass, the clergy 
by announcement of classes from the pulpit, boy scouts by delivering 
invitations, and foreign newspapers by translating articles written 
by teachers and printing same. 

Nashivaulv, Minn. — The Am.erican Legion and auxiliary are coop- 
erating splendidly with the public school in recruiting students, in 
helping to make education and Americanization week a decided suc- 
cess, in furnishing speakers and planning patriotic meetings, and in 
relief work among the foreign population during the X3resent in- 
dustrial depression and resultant lack of work. 

Bristol, Conn. — We have very close cooperation with the employer 
of every man and woman attending our evening school, and in fact 
when a pupil is absent more than one night a week, the employer im- 
mediately receives a red card, and he in turn, through the pupil's 
foreman, ascertains the reason for this. Also, we secure consider- 
able cooperation through the day-school pupils, who are the means 
of bringing many of their parents to evening school, and we some- 
times believe that the parents start coming not through any personal 
interest, but really more or less to please an anxious child. 

Buffalo, N. Y. — The spirit of cooperation is general. Definite co- 
operation is given by the chamber of commerce, churches, industry 
and clubs by spreading propaganda, making contacts, providing 
meeting places for classes, encouraging attendance, removing prej- 
udice, showing preference to those attending classes, and requiring 
attendance in some cases as a condition of further emx^loyment. (The 
school official states that the last is not encouraged.) 

Waltha??}., 31 ass. — The nurses' training school, the women's club, 
and the mothers' club give demonstrations in cooking, care of a baby, 
prenatal work, and nursing. They invite the classes to lectures and 
socials and make donations to any lawn party or fair a foreign so- 
ciety may hold. 

Lompoc, Calif. — The county free library in connection with our 
schools has helped enormously in keeping me supplied with each new 
help it can find. 

Lansing, Mich. — The most eifective agency, or rather what prom- 
ises to be, is a newly formed association known as the Cosmopolitan 
Association, which is composed of representatives of various clubs, 
both men's and women's. The aim of this organization is to make 
a thorough survey of the city and learn the needs of every immigrant 
family, to provide means of caring for those needs. The evening 
schools are expected to and are glacl of the opportunity to look after 
the educational phase of the process of Americanization. It is quite 



23 

likely that the Cosmopolitan Association will absorb the functions 
of all other clubs and in their cooperation with the evening schools 
the Americanization of immigrants will be cared for in this city. 
Judge is president of the association and the writer is chair- 
man of the education committee. 

Tonaioanda^ N . Y . — The Red Cross made prelminarj^ surveys* re- 
ported any new people discovered, and recommended the school to 
foreigners. It has also done much through the local nurse. Many 
manufacturers desire a report of attendance and progress of their 
employees at night scliool. 

Fond du Lac^ ^Vis. — The Public Welfare Society has both visiting 
housekeepers and visiting nurses, and these have helped in tlie oj^era- 
tion of the home and in urging or at least suggesting the vocational 
school as an excellent place to go. At first the Sj^rians, in particular, 
were hesitant about enrolling. The Y. ,M. C. A. helps bj^ offering 
gym activity to the men, and the women often bowl there. The Boy 
Scouts help to some extent through reaching boys of the new families. 

Grand Rapids, Mich. — The Americanization Society sends personal 
letters to all aliens telling them where the classes are held. In other 
Avords, the society is our publishing agency for this work. The Y. M. 
C. A. has an organization among the industries. We work through 
the " Y " in organizing our factory classes. The K. of C. conducts 
community Avork in many of the halls and societies of foreigners. 
We furnish teachers of English and citizenship in several of these 
halls. 

Anderson , Ind. — The factory managers work with their foreigners 
and interest them in the idea, and at first come with groups to class 
and get them started. Recognized leaders of different clans were 
sought, and through them new members were found. In one or two 
cases where this leader was qualified he was permitted to organize 
classes of his own friends and teach under our supervision. 

Kvansfon, 111. — "This report has been a long time in the making. 
The truth is. I tliought our classes would never really close. Our 
formal closing Avas held May 10, and was a great success. Because 
the schoolliouse v.as open on Thursday for other purposes, two classes 
were continued. Then Miss IM. had an examiner out for tiie citizen- 
ship class and later Miss B. gave a party for the dancing class (those 
who wish stay a half hour on Tuesday' to dance). Next a group of 
beginners came to my apartment to finish a book they Avere reading, 
and later went to the home of another teacher to read a little more. 
And then the Armenians gave a picnic to the teachers. Until the A'ery 
last meeting, a new pupil entered each night. Since coming home 
for vacation, I have found a summer teacher for Louis, written to the 
library about Martin's card, secured some singing lessons for Toros. 
(Please rememljer Toros. We really think you Avill hear from liim 
some day.) I mailed 25 Fourth of July cards, and, finally, I went 
back into the city (100 miles) to help Arnold Hanson take his secovid 
papers. I was repaid when he said, witli a sigh of relief, 'It seems 
good to be an American.' AVe arc already looking forward to next 
year with hope and expectation." 

Saratoga Springs. N. Y. — The chamber of commerce each year 
gives a public recognition of the men and women who have attained 
citizenship through the 3'ear. The D. A. IJ. has given some material 



24 

to be used in the classes and also is to give a historical tableau in 
March. 

Binghamton., N. T. — The Americanization League socializes the 
AYork in our night schools by arranging for " social evenings," when 
the pupils sing, dance, and serve refreshments. On these evenings, 
which are given about once in every six weeks in each night-school 
center, the programs are made up largely of talent found among the 
pupils. These entertainments are' exceedingly interesting and at- 
tract both the native and the foreign born. The Kiwanis, Rotary, 
and Knights 'of Coltimbus organizations have entertained the men at 
" dinners " and " sniokers " when they received their naturalization 
papers. The Jewish Sisterhood sends members to help the teachers in 
our home classes. These groups are made up of women who can not 
attend night school; such women are instructed in small groups in 
the home. They often present an ungraded condition — one mother 
further advanced in English than another. The Jewish Sisterhood 
sends members to help in such work. Sometimes they care for little 
children while the mother is studying. 

Mercer County^ Pa. — The naost notable feature of the school work 
for the year was the stability maintained in attendance. This en- 
couraging record is perhaps due to the follow-up system established 
at the first of the fall term and continued uninterruptedly throughout 
the months that followed. The check numbers qi all absentees were 
noted by teachers at the classes and reported to the director's oifice, 
where they were in turn reported to each plant Americanization 
agent. The agent reported to the absentee's foreman, who urged the 
nian to attend. The percentage of attendance in plants in practically 
all cases was 50 per cent of those enrolled and often better. This was 
an excellent showing in view of the fact that all the plants have at 
least one change in shifts and some have two. As against approxi- 
mately 35 per cent of all signed up becoming regular students in the 
])ast, the nevv^ system of follow-up more than justified itself and re- 
sulted in about 800 of the 1.616 men and Avomen who enrolled be- 
coming more or less regular students. This good showing, of course, 
A^as entirely dependent on the efforts put fortii by the plant agents; 
in all cases this cooperation was of a high order. A second important 
feature resulting in making ihQ students attend regularly and thus^ 
maintaining the stability of classes was the afternoon school opened 
by the Carnegie Steel Co., where men who were working night turn 
V ere enabled to go to school without missing lessons and thus make 
continued and more satisfactory^ progress. Taken all in all the en- 
lollment and attendance at classes was beyond anjdhing ever enjoyed 
by the committee previously and established new standards. The 
}>rogress of the students enrolled has been most satisfactory', all classes 
have moved ahead steadily, and there is no doubt but that those who 
liave been at all regular in attendance have made splendid progress 
toAvard learning to speak, read, and Avrite "American." 

Fulton^ N. Y. — Our registration this year lias increased oA^er 150 
per cent, making a total registration of more than 100 students. I ex- 
pect this 3'ear to aid 40 or more in securing their first papers, and 
about 12 in securing their second papers. 

Hicr/hson, Calif. — Due to the untiring efforts of Miss W., Hughson 
is being recognized, not only in this county but throughout the 



25 

State, for the remarkable Americanization movement bein^j carried 
on in connection with the high school here. This work is not a 
fad with Miss W. She has been since early childhood imbued with 
a keen interest in the foreigner, a real SAanpathy for his need, and 
great ability to help him in innumerable ways. While teaching in 
Los Angeles at the Glendale High School her evenings were devoted 
to Americanization Ayork, and upon accepting a position as cashier 
in the bank of Hiighson, she felt as never before the crying need for 
education of the many Portuguese and Mexicans with whom she 
came in contact from day to day. It was not long until she com- 
rnenced going into their homes, teacliing the men to write their 
signatures, advising them in business and legal matters, and inci- 
dentally becoming acquainted with their women and children. From 
this beginning it was only a step to the organization of night classes 
for the men and a Saturday afternoon school for their wives and 
sisters. The principal of the high school became very much inter- 
ested in the undertaking and recognized the unusual ability dis- 
played by Miss W., so that after conducting this A^ork for eight 
months entirely at her own expense, she became a member of the 
faculty of tlie Hughson High School, resigned her position at the 
bank, and lias for the past year devoted her entire time to these 
people of foreign birth. She has now 34 regular pupils in her eve- 
ning classes, teaches 25 Avomen in their homes, and assists over 200 
to learn American ideals as Avell as American manners. The beauti- 
ful hoivie which she has purchased in Hughson has become a social 
center for her pupils and she has taken a young Portuguese girl to 
educate. (Groups of foreigners, are constantly entertained in her 
home at dinners and luncheons, the women delightedly helping in the 
dining room and kitchen, and often Miss W. invites prominent 
people to meet them, bringing them in contact with the best in 
American life and letting them absorb it in their own way. Re- 
cently Chaplain and Mrs. L., avIio direct the religious work* at San 
Quentin, were her guests, and at another dinner Superintendent E. 
and his wife Avere present. Miss W.'s work is constantly growing 
and other tOAvns in the county are folloAving her lead. Modesto is 
now starting a night school and NeAvman and Empire are taking up 
the Avork of Americanizing the foreigners in rural communities 
Avhich has been so successfully tried out in this vicinity. 

South Bend^ Ind. — I have your communication of the SOtli and 
inclose herewith the bibliography of texts that liaA^e been most help- 
ful to us. At the same time I am handing you a booklet printed in 
one of our A'ocational print shops Avhich, as a'OU Avill see, is made up 
entirely of letters from pupils who remember their experiences 
Avhen they first came to the United States. •! thought perhaps that 
this might be of interest to you in your department. 'We ha\'e had a 
most successful Christmas party made up of more than 400 men and 
Avomen of foreign birth who have either receiA^ed their final papers 
or haA-e made application therefore, and are planning to giA'e a 
special Washington's Birthday party to all who haA'e receiA'ed their 
final papers during the year of 1921. At our Christmas party eA'^ery 
guest Avas presented \ni\\ a copy of the "American's Creed." Any- 
thing tliat you might liaA'c found to have been especially helpful in 



26 

definite Americanization work would be most gratefully received 
by way of suggestions as to what we could do in South Bend. 

Steelton,, Pa. — The school board of Steelton is doing a splendid piece 
of Americanization work through its night schools, with nearly 400 
persons, most of them of foreign birth, enrolled in the evening classes. 
This community for its size has by far the largest attendance in cen- 
tral Pennsylvania. The need of the schools is shown by the readiness 
with which the foreign residents take advantag-e of the. opportunity 
they afford. There is no need of " drumming up trade." The pupils 
present themselves. In most cases they are adult. Few of them 
could read or write English Avhen they started,' but they are ready 
learners and close students and are being wonderfully benefited 
under the careful and sympathetic tuition of the teaching corps in 
chavge. Steelton is doing more through its night schools to make 
real Americans of its foreigners than many a much larger place. 

Marsh-field,, Wis. — Through a representative of the Bureau of 
Naturalization I started a citizenship class. At the first meeting 
called, 29 wei^e present. I explained, the Vvoric and secured a teacher, 
who offered his services free. At the second meeting only nine were 
present. At the third, only seven were present, so I decided these 
men thought themselves too old to go to school and suggested v/e 
organize a club to be called " The Good Citizenship . Club." We 
chose officers at the next meeting when there were 15 present. The 
girls of the domestic science department served lunch after election 
of officers and the lesson. A very sociable evening Avas spent. 
From that night the enrollment increased until it reached 48. We 
secured slides and reels from the U. of W. on citizenship work, and 
as we had no lantern Ave persuaded the managers of the theaters 
to run the slides and reels as extras to regular shows, and give all 
members and their wives complimentary tickets. I then put on 
the mock citizenship court and the schoolroom Avas taxed for seating 
capacity. The candidate to be examined broiight to the cli,ib the 
Avitnesses which he would take when appearing before real court. 
A local laAvyer was secured as a judge. I acted as clerk and the 
teacher as United States examiner. Candidates and witnesses Avere 
brought before the club and each thoroughly examined as to loyalty, 
character, and general knowledge of our GoA^ernment. Each meeting 
we took a candidate, had him stand before the club, and questioned 
him along the lines above mentioned, in addition to the regular les- 
son whicli was taken from the Government textbook. This Avas 
one requirement before a candidate received a diploma. We issued 
26 diplomas last year. At stated times Ave invited local lawyers to 
speak before the club along citizenship lines. Lincoln's Birthday, 
Judge O. Avas iuAdted to* speak and a luncheon and program was pre- 
pared by the club. Our success was clue to the fact that all mem- 
bers were active workers and regular in attendance ; also the " club " 
idea to get aAvay from the word school; the mock court and social 
meetings, AA^here outside speakers Avere secured. 

Cu-pertino., Calif. — I have the honor to report that the Cupertino 
CA^ening school for foreign-born adults, of Avhich I am principal, 
began the session on October 24, 1921, and closed on March 3, 1922, 
being in session four months, or 80 days. You Avill find the statistics 
relating thereto inclosed. I can not close without advising you of a 



somewhat unique feature in connection Avith the school. It repre- 
sents in this part of the State the first attempt in a purely rural 
neighborhood of widely separated homes to gather in the ranch hands. 
The men walked or rode for 3^ miles to school in a country school- 
house after doing their work upon the ranches. The}' have come 
through rain and freezing weather. Of course, their attendance has 
been regulated by ranch work, but the brave effort made by a class 
of men not usually looked on as progressiA^e deserves recognition. 

Sterli'ug^ Colo. — On January 9, 1922', one of the high-school teach- 
ers started a citizenship class Avith nine aliens, and the class has 
groAvn so extensively that there are at the present time, ISIarch 14, 
1922, 120 adult aliens receiving instruction. TAventy of the local 
public-school teachers are engaged in the Avork, even though they are 
receiving no compensation Avhatever for their efforts. " The class 
meets four nights Aveekly. Tavo ministers liave been cooperating 
splendidly. One is responsible for bringing 60 or more aliens, mem- 
bers of his congregation, into the classes, and lie is also one of the 
teachers. The other has brought a number of aliens into the classes 
and deA'otes , t aa;^o nights a Aveek to their instruction. The organizer 
of the class is adA'ocating the establishment of an opportunity school 
at Steirling somewhat similar to the one now in Denver. She feels 
this is necessary to properly giA-e instruction and assistance to adult 
alien Avomen in the daytime as AA'ell as at night. 

East on,, Pa. — Lincoln's and Washington's Birthdays Avere cele- 
brated last evening by the foreign-born men and women who are 
attending night schools, including the pupils from the high-school 
classes. There were oA^er 100 who took advanta'je of the opportunit,y. 
The entertainment Avas in charge of the Americanization committee 
of the woman's club. After the exercises, a social hour followed, 
AA'ith refreshments and dancing. The cA'ening Avas most successful 
and Avas full}'- appreciated by the fine group of coming Americans 
in whose honor the party Avas giA'en, and Avho Avere most reluctant to 
leaA'e. The Americanization committee of Easton expects to hold 
one of these gatherings every month, and they Avish the cooperation 
of other organizations interested in the foreign born. 

LaJxewood^f OJiio. — Your letter of February 24, telling of increased 
interest, Avas gratifying. It is pleasant to feel that our foreign born 
are really coming into unity Avitl'i us. Here in LakeAvood Ave, too, 
liaA-e had better attendance and more enthusiasm this year than eA'er 
before. When Ave began our work, we felt that tAvo nights a Aveek 
for English Avas all that aac could expect our people to giA'e. This 
year we haA^e conducted the classes three nights and the attendance 
has been much more regular than ever before. We have had more 
women in attendance, and a large enrollment of neAvh' arriA'ed immi- 
grants, Avlio AA'ere brought in by their relatiA-es in the neighborhood. 
Harrison School is right in the midst of the foreign district and 
our classes are conducted here, though some of our pupils come from 
other parts of LakcAvood. The building is used as a community 
center, generally. We have a mothers' club, a Avoman's community 
club, gj-mnasium classes for older girls and for young men, a sewing 
class and a cooking class for women. Our communit}?' club is a neAV 
departure for our Avomen, who understand English but are not con- 
versant Avith the history of the countrj^ or civics, and arc ignorant 



28- 

about many things tliey should know to vote intelligently. Besides 
this group of women, we have another, composed of women not so 
long in America, but who can understand simple language. With 
tliese we are conducting a regular citizenship class, giving the work 
very slowly, and supplementing with pictures, etc. In the club most 
of the women are wives of citizens;, in the class they are either single 
or their husbands have not yet been naturalized. (W^ are looking 
forward here to the probable necessity of direct citizenshij) for 
women. ) . , ] 

In connection with our other classes, we have a teacher who cares 
for children whose parents attend school and this is a very popular 
class. . The Mother^' Club is really the connecting link between the 
niglit school and the day school. We hold our regular meetings 
monthly, in the afternoon, out of deference to the teachers, but sev- 
eral times during the year we have open evening meetings, so that 
fathers and employed women may attend. V^ e believe, very strongly, 
in cooperation in Lakewood and keep in close touch with various 
clubs and organizations, all of which assist us i^ various ways. The 
board of education finances, our work in general, but the Citizens' 
Bureau in Cleveland cares for the men's citizenship class; the Y, M. 
C. A. holds meetings for our younger hoys (of over 10) , "chaperones " 
them to the West X- ^'^- C- A. (Cleveland) for , swimming, organizes 
tramps, hikes, camps, etc., arid is assisting in financing and housing 
our older boys' gym class. The Y. W. C. A. has a class for younger 
girls every week, giving them gym, and also takes the girls on hikes. 
Last year the Women's Civic Club, a local organization, sponsored 
and supervised a successful playground in the school yard and at a 
neighboring park. The executive committee of the Lakewood 
Parent Teachers' Federation was instrumental in opening a day. 
nursery, which they still have under supervisi{]n through a board of 
managers. The Child Conservation, League is furnishing milk to 
some of our underfed children, and the Parent Teachers' Federation 
through their Americanization committee gives a yearly, party for 
the Christmas carole:^s. So you see we are in pretty close cooperation 
with all of these organizations. As director, I act on some committee 
of each of these organizations, besides the associated charities case 
committee and the Americanization committee of the chamber of 
commerce, and whenever possible have some of our own people 
present at their meetings, feeling that personal contact is a great 
feature in Americanization. During this year we have had from 
125 to 150 present three nights a week, and on special occasions be- 
tween 200 and 300 people. Our English classes have an enrollment 
of 120, with an average attendance of 105 for the j^ear tluis far; i. e., 
from September to date. 

Filhert, Pa. — In celebration of Washington's Birthday, with 100 
-per cent attendance, the H.C. Frick Coke Co.'s Americanization class 
of this place executed a program here last night that v/as most 
worthy and interesting to the 300 spectators jDresent at the Filbert 
schoolhouse. The class is made up of 36 aliens of various nationali- 
ties who are attending night school three times a week. Last night's 
exercises were all the more worthy when the fact is taken into con- 
sideration that this school v^as only organized the first week of last 
October and to date there have been but 42 school sessions and all the 



29 

members of the class, in addition to now beino; able to read and write 
English , exhibited a splendid idea of the organization of our Gov- 
ernment law-making bodies. The school is one of a number main- 
tained b_y the H. C. Frick Coke Co. and tlie township school board, 
each paying one-half of the cost of teaching and other incidentals. 
Following the program a splendid luncheon Avas served by the mem- 
bers of the class, who coi;itributed from their persojial savings the ex- 
penses of the repast. Following the refreshments', Photographer S., 
of Scottdale, took several pictures of the'entire assemblage, including 
the visitors, among whom were Mr. S., of the Frick Coke Co.'s Scott- 
dale office. Mr. S. addressed the school as did the members of the 
school board and Mrs. B., who organized the school and has directed 
it since its inception. Mrs. B. is of the United States Naturalization 
Service and lias charge of Americanization work in western Pennsyl- 
vania. She addressed the class last night in a most complimentary 
manner over the excellent showing made and she attributed consider- 
able of the attained success to the efficient efforts of the class teacher, 
Mr. G., principal of the Filbert schools. The Rev. Father J., of New 
Salem, also addressed the class and told them of his amazement at 
the work accbmplished in such a short time. 

tSf. Louis Coimty^ Minn. — The following are excerpts from interest- 
ing reports received by the county superintendent from various 
schools in the county concerning the first four weeks of night school: 

School No. 91, Palmers : "We are using the toy money, and playing 
store. This they enjoy, and put their work into practice. One lady 
had a bill made out for the different kinds of groceries she needed that 
Aveek. All the students knoAV the Flag Salute, America, and most of 
America, My Country." 

School No. 101, Palo : " Could you have been with us last tiight 
you would haA'e been happy to see the interest our pupils showed. 
We had eight to begin Avith, fiA'e men and three Avomen, and there 
are three more coming Wednesday CA'cning that Ave are certain of. 
We have four of the men Ave had last year; the other has moved 
awa}'. Last eA'ening before we had time to mention our work Mr. 
W. asked if Ave AA^ere going to sing any. Of course, Ave said ' Cer- 
tainly,' and asked him what songs he InieAV. Would you belieA^e it, 
he and seA^eral others knew many of the songs their children sing at 
school. You speak of Mr. A. and his examination. Every evening 
for a Aveek before his hearing one of us was at his house coaching 
him. When Avord was sent back that he failed to pass, aa'c Avept some 
bitter tears here at No. 101 and A'owed it Avas all of no use, but he is 
back in school again, anxious to pass ' next time.' " 

District 70, school No. 1 : " Really, to summarize the first four 
Aveeks of night-school work seems impossible to me. It certainly is 
amazing to note Avhat my beginners and intermediate grades have 
accomplished. I'm A^ery pleased Avith results and am haAdng a won- 
derful time. Mrs. J., unable to speak, read, and Avrite English, is 
progressing rapidl}' as you'll note by her letter. She, as well as 
others, is bubbling over Avith enthusiasm and it keeps me busy col- 
lecting the bubbles before they break." 

School No. 1, district No. 23, FloodAA^ood : " The attendance is A'ery 
good — there are no cases of tardiness. To make our night-school 
"work sociable, an oil stoA'e was provided for and noAv we liaA'e 



30 



LIBRARY OF CONGRESS 



029 501 501 9 



' coffee ' and a lifiht limoh. The ciibtom adopted was this : Y.ach mem- 
ber takes his turn to provide cream and cake or doughnuts. AVe all 
contributed to a fund with which to purchase coffee and. sugar. The 
girl wh.o is the assistant makes the coffee. This is served during the 
recess period." 

School Xo. 00. French River : " Both Mr. and Mrs. S. are attending 
school. They walk 2^ miles in all sorts of cold and drifts to get to' 
school, and then say 'they like it. Aren't they showing their true 
American spirit ? We all' enjoy our evenings spent at school together 
very much. They are a finesociable lot of folks, and they are sorry 
night school will end so soon,"' 

School Xo. 55. Brimson: ''Each session is begun with good, live, 
active singing. You ought to hear them sing America, Star- 
Spangled Banner, and many others. It seems to come from their 
A-ery hearts. They will sing for an audience at a program and social 
to be given March 4 by the - pareii<ts and teachers' chib Avhich we 
have recently organized.'' 

School C, French River: "The sessions simply flew by, and I 
really enjoyed the work as much or more than they did. Thev have 
all subscribed for Current Events and the Duluth Weekly rteraid. 
which shows that they really want to learn to read in English. After 
school was over, they all promised to come back next year, and there 
is probability that we will have a-t least six new students. Coming 
to night school has really been quite a hardsliip for tliem, because 
none of them live closer than a lialf-mile to the school. PLveryone 
came on skiis, which may seem quite a novelty to you.*' 

vSchool Xo. 11, Ray: " This is the first year that night school was 
held here, and I think it has lieen a great success. I have enjoyed 
working with my students because they are all so eager to learn. As 
soon as they enter the buildhig they find something to do. Xot one 
minute of the evening is wasted. Five out of six have a perfect at- 
tendance."" 

Piffshurr/h. Pa. — This city has recently ])ublished a "Teachers and 
Workers' Manual,'' which is replete with thoroughly revised out- 
lines and suggestions whicli give evidence of the enlarged scope of 
tJie work and the tlioughtful spirit of the supervisors and teachers. 
Space permits only a fevr quotations from the section entitled " Guid- 
ing Principles for the Teachers of Evening Classes." " In all lines 
of ediTcational extension, especially as expressed in evening class 
work, the major emphasis should be placed upon the student rather 
than upon the course of study."' '* Subject matter for evening classes 
should find constant interpretation in terms of practical experience." 
'- The teacher in the evening scliool should laiow his students per- 
sonally, not merely by name as class nnits but their daily occupa- 
tion, their home environment, and their personal ambitions. This 
knowledge presumes npon an abiding interest in each individual and 
a cordial sympathy with his aims in evening class work."' " Xot the 
number enrolled, but the nimiber in continued attendance is the 
measure of the class interest." 



o 



